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					       1st Semester                                                   U.S. History Schedule                                                        Mr. Bello
Week             Dates                 Relevant Dates                                   Standards/Topics/Sections                          Unit/Chapter             Reading Pace
                                                                              United States History and Geography:
                1                                                         Continuity and Change in the Twentieth Century                                        1
                                                                           Multiple Intelligence – Learning Style
1           August 27 – 31                                                 How Do I Study History                     p. 50-51                PREVIEW              30 pages
                                                                           Reading for Information                    p. 52-53
                                                                           Reference Atlas                            p. 66-83                                          1
                                                                           Geography Handbook                         p. 84-91
                                                               11.1 Students analyze the significant events in the founding
                                    Labor Day (no school)
                                                               of the nation and its attempts to realize the philosophy of
2           September 3 - 7
                                            (9/3)              government described in the Declaration of Independence.                  A Nation is Born n         17 pages
                                                                                                                                      Unit 1       Chapter 1
                                                                        Creating a Nation (Section 1)                p. 92-108
                                                                                                                                                                        1
                                                               11.1                                                                   Unit 1       Chapter 1        59 pages
3         September 10 – 14
                                                                           Creating a Nation (Sections 2-3)            p. 109-167
                                                               11.2 Students analyze the relationship among the rise of                                                  1
                                                               industrialization, large-scale rural-to-urban migration, and
4          September 17 - 21
                                                               massive immigration from Southern and Eastern Europe.                  Unit 1       Chapter 2        24 pages
                                                                        Growth and Conflict (Sections 1-2)          p. 168-191
                                                                                                                                                                        1
                                                               11.2
                                                                                                                                      Unit 1       Chapter 2        14 pages
5          September 24 - 28                                               Growth and Conflict (Section 3)             p. 192-205

                                                               11.2                                                                                                     1
                                     CAHSEE ELA (10/2)                                                                                Unit 1       Chapter 2
6            October 1 – 5
                                     CAHSEE Math (10/3)                    Growth and Conflict (Sections 4-5)          p. 206-231                                  26 pages

                                   7 week Progress Report      11.2                                                                   Unit 1       Chapter 3            1
7           October 8 – 12                                                                                                                                          11 pages
                                           (10/12)                         The Birth of Modern America (Section 1)    p. 232- 242
                                                               11.2                                                                   Unit 1       Chapter 3
8           October 15 – 19                                                                                                                                         21 pages
                                                                                                                                                                        1
                                                                           The Birth of Modern America (Sections 2-3) p. 243- 263
                                                               11.3 Students analyze the role religion played in the founding                                            1
                                                               of America, its lasting moral, social, and political impacts, and
9           October 22 – 26
                                                               issues regarding religious liberty.                                    Unit 1       Chapter 3        24 pages
                                                                       The Birth of Modern America (Section 4-5) p. 264- 287
                                                               11.4 Students trace the rise of the United States to its role as                                          1
                                                                                                                                           Imperialism &
10      October 29 – November 2                                a world power in the twentieth century.                                    Progressivismm            12 pages
                                                                       Becoming a World Power (Section 1)            p. 288-299      Unit 2       Chapter 4

                                                                                                                                                                         1
                                                               11.4 Students trace the rise of the United States to its role as
11          November 5 – 9                                     a world power in the twentieth century.                                Unit 2       Chapter 4        22 pages
                                                                       Becoming a World Power (Sections 2-3)         p. 300-321
                                   Veteran’s Day (no school)
                                                               11.4                                                                                                     1
12         November 12 – 16
                                            (11/12)                        The Progressive Movement (Sections 1-2)     p. 322-347    Unit 2       Chapter 5        26 pages

                                                               11.4                                                                                                     1
                                   Thanksgiving (no school)
13         November 19 – 23              (11/22-23)                        The Progressive Movement (Sections 3-4)     p. 348-361    Unit 2       Chapter 5        14 pages
                                       MIDTERM           F

                                   14 week Progress Report     11.4                                                                                                     1
14         November 26 – 30                                                                                                           Unit 2       Chapter 6        22 pages
                                           (11/30)                         World War I and its Aftermath (Sections 1-2) p. 362-383
                                                               11.4                                                                                                     1
15          December 3 – 7           CAHSEE ELA (12/8)                                                                                Unit 2       Chapter 6        15 pages
                                                                       World War I and its Aftermath (Sections 3-4) p. 384-399
                                                               11.5 Students analyze the major political, social, economic,
                                                                                                                                          BOOM & BUST T                 1
16         December 10 – 14         CAHSEE Math (12/15)        technological, and cultural developments of the 1920s.
                                                                                                                                      Unit 3    Chapter 7           40 pages
                                                                       The Jazz Age (Sections 1-2)                  p. 400-439
                                                               11.5                                                                                                     1
17         December 17 -21                                                 Normalcy and Good Times (Sections 1-3)      p. 440-463    Unit 3       Chapter 8        24 pages

           December 24- 28        Winter Holiday (no school)                                                                                                             1
                                                               11.6 Students analyze the different explanations for the Great
                                                               Depression and how the New Deal fundamentally changed the
18           January 1 – 4        Winter Holiday (no school)   role of the federal government.                                        Unit 3       Chapter 9        10 pages
                                                                        The Great Depression Begins (Section 1)    p. 464-473
                                                                                                                                                                         1
                                                               11.6
19          January 7 – 11                                                                                                                                          20 pages
                                                                           The Great Depression Begins (Sections 2-3) p. 474-493     Unit 3       Chapter 9


                                                               11.6                                                                                                     1
20          January 14 – 18
                                    Dr Martin Luther King jr               Roosevelt and the New Deal (Sections 1-2) p. 494-519      Unit 3       Chapter 10       26 pages
                                         (no school)
                                             (1/21)

                                                               11.6                                                                                                      1
                                   WEEK REVIEW &
21          January 21 – 25           FINAL L                              Roosevelt and the New Deal (Section 3)      p. 520-529    Unit 3       Chapter 10       10 pages
                                  Fall Semesters ends (1/25)
                                                                                                                                                                         1
United States History and Geography: Continuity and Change in the
Twentieth Century
Students in grade eleven study the major turning points in American history in the twentieth century. Following a
review of the nation’s beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build
upon the tenth grade study of global industrialization to understand the emergence and impact of new technology
and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition
of American society; the movement toward equal rights for racial minorities and women; and the role of the United
States as a major world power. An emphasis is placed on the expanding role of the federal government and federal
courts as well as the continuing tension between the individual and the state. Students consider the major social
problems of our time and trace their causes in historical events. They learn that the United States has served as a
model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set
of political principles that are not always basic to citizens of other countries. Students understand that our rights
under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation
and protection.

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the
       philosophy of government described in the Declaration of Independence.
   1. Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
   2. Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely
      bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the
      addition of the Bill of Rights.
   3. Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and
      growing democratization.
   4. Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including
      demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban
       migration, and massive immigration from Southern and Eastern Europe.
   1. Know the effects of industrialization on living and working conditions, including the portrayal of working
      conditions and food safety in Upton Sinclair’s The Jungle.
   2. Describe the changing landscape, including the growth of cities linked by industry and trade, and the
      development of cities divided according to race, ethnicity, and class.
   3. Trace the effect of the Americanization movement.
   4. Analyze the effect of urban political machines and responses to them by immigrants and middle-class
      reformers.
   5. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of
      industrial leaders.
   6. Trace the economic development of the United States and its emergence as a major industrial power,
      including its gains from trade and the advantages of its physical geography.
   7. Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g.,
      using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
   8. Examine the effect of political programs and activities of Populists.
   9. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of
      railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and
       political impacts, and issues regarding religious liberty.
   1. Describe the contributions of various religious groups to American civic principles and social reform
      movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and
      self-rule, worker protection, family-centered communities).
   2. Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening,
      the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian
      liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian
      fundamentalism in current times.
   3. Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic
      sentiment, anti-Semitism).
   4. Discuss the expanding religious pluralism in the United States and California that resulted from large-scale
      immigration in the twentieth century.
   5. Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First
      Amendment, including the debate on the issue of separation of church and state.

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
   1. List the purpose and the effects of the Open Door policy.
   2. Describe the Spanish-American War and U.S. expansion in the South Pacific.
   3. Discuss America’s role in the Panama Revolution and the building of the Panama Canal.
   4. Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s
      Moral Diplomacy, drawing on relevant speeches.
   5. Analyze the political, economic, and social ramifications of World War I on the home front.
   6. Trace the declining role of Great Britain and the expanding role of the United States in world affairs after
      World War II.


11.5 Students analyze the major political, social, economic, technological, and cultural developments of
       the 1920s.
   1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
   2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil
      liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and
      immigration quotas and the responses of organizations such as the American Civil Liberties Union, the
      National Association for the Advancement of Colored People, and the Anti-Defamation League to those
      attacks.
   3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
   4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
   5. Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the
      work of writers (e.g., Zora Neale Hurston, Langston Hughes).
   6. Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular
      culture.
   7. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the
      automobile, electricity), and the resulting prosperity and effect on the American landscape.

11.6 Students analyze the different explanations for the Great Depression and how the New Deal
       fundamentally changed the role of the federal government.
   1. Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the
   establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
   2. Understand the explanations of the principal causes of the Great Depression and the steps taken by the
   Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the
   economic crisis.
   3. Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their
   effects on the depopulation of rural regions and on political movements of the left and right, with particular
   attention to the Dust Bowl refugees and their social and economic impacts in California.
   4. Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role
   of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration,
   Social Security, National Labor Relations Board, farm programs, regional development policies, and energy
   development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville
   Dam).
   5. Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor
   and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy,
   including the United Farm Workers in California.

11.7 Students analyze America’s participation in World War II.
   1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated
   the attack on Pearl Harbor.
   2. Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima,
   Okinawa, and the Battle of the Bulge.
   3. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the
   special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code
   Talkers).
   4. Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).
   5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of
   Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian
   resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of
   women in military production; and the roles and growing political demands of African Americans.
   6. Describe major developments in aviation, weaponry, communication, and medicine and the war’s impact on
   the location of American industry and use of resources.
   7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
   8. Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the
   war and the importance of a rebuilt Europe to the U.S. economy.


11.8 Students analyze the economic boom and social transformation of post–World War II America.
   1. Trace the growth of service sector, white collar, and professional sector jobs in business and government.
   2. Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially
   in California.
   3. Examine Truman’s labor policy and congressional reaction to it.
   4. Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and
   state spending on education, including the California Master Plan.
   5. Describe the increased powers of the presidency in response to the Great Depression, World War II, and the
   Cold War.
   6. Discuss the diverse environmental regions of North America, their relationship to local economies, and the
   origins and prospects of environmental problems in those regions.
   7. Describe the effects on society and the economy of technological developments since 1945, including the
   computer revolution, changes in communication, advances in medicine, and improvements in agricultural
   technology.
   8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and
   other forms of popular music, professional sports, architectural and artistic styles).
11.9 Students analyze U.S. foreign policy since World War II.
   1. Discuss the establishment of the United Nations and International Declaration of Human Rights,
   International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their
   importance in shaping modern Europe and maintaining peace and international order.
   2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression
   and maintaining security during the Cold War.
   3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment
   policy, including the following:
             The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
             The Truman Doctrine
             The Berlin Blockade
             The Korean War
             The Bay of Pigs invasion and the Cuban Missile Crisis
             Atomic testing in the American West, the “mutual assured destruction” doctrine, and disarmament
                policies
             The Vietnam War
             Latin American policy
   4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam,
   the “nuclear freeze” movement).
   5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
   6. Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to
   the Gulf War.
   7. Examine relations between the United States and Mexico in the twentieth century, including key economic,
   political, immigration, and environmental issues.

11.10 Students analyze the development of federal civil rights and voting rights.
   1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President
   Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in
   World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in
   1948.
   2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred
   Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and
   California Proposition 209.
   3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end
   racial segregation in higher education.
   4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X,
      Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter
      from Birmingham Jail” and “I Have a Dream” speech.
   5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South
      and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and
      how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians,
      Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
   6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting
      Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education
      and to the political process.
   7. Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the
      passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing
      perspectives on the roles of women.
11.11 Students analyze the major social problems and domestic policy issues in contemporary
       American society.
   1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration
   Act of 1965 and successor acts have transformed American society.
   2. Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter,
   Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).
   3. Describe the changing roles of women in society as reflected in the entry of more women into the labor force
   and the changing family structure.
   4. Explain the constitutional crisis originating from the Watergate scandal.
   5. Trace the impact of, need for, and controversies associated with environmental conservation, expansion of
   the national park system, and the development of environmental protection laws, with particular attention to the
   interaction between environmental protection advocates and property rights advocates.
   6. Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health
   insurance reform, and other social policies.
   7. Explain how the federal, state, and local governments have responded to demographic and social changes
   such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration,
   international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
WHY STUDY HISTORY
A Message from the State Board of Education and the State
Superintendent of Public Instruction
   Seventeen years ago the report A Nation at Risk, by the National Commission on Excellence in Education (1983), brought
squarely to our attention a “rising tide of mediocrity” in our schools. An era of education reform began. The results were
somewhat uneven. The reform movement did stimulate important infrastructure improvements: instructional time was increased,
high school diplomas came to signify the completion of minimum course requirements, and emphasis was placed on local
planning efforts to improve the schools’ efficiency and effectiveness. A shortcoming of the movement up to this point has been
the lack of focus on rigorous academic standards. The desire to improve student achievement guided the effort, but it lacked a
comprehensive, specific vision of what students actually needed to know and be able to do.

                                                  Standards are a bold initiative.

   With the adoption of content standards, California is going beyond reform. We are redefining the state’s role in public
education. For the first time, we are stating—explicitly—the content that students need to acquire at each grade level from
kindergarten to grade twelve. These standards are rigorous. With student mastery of this content, California schools will be on a
par with those in the best educational systems in other states and nations. The content is attainable by all students, given
sufficient time, except for those few who have severe disabilities. We regard the standards as firm but not unyielding; they will be
modified in future years to reflect new research and scholarship.

                                     Standards describe what to teach, not how to teach it.

   Standards-based education maintains California’s tradition of respect for local control of schools. To help students achieve
at high levels, local school officials and teachers—with the full support and cooperation of families, businesses, and community
partners—are encouraged to take these standards and design the specific curricular and instructional strategies that best
deliver the content to their students.

                                Standards are an enduring commitment, not a passing fancy.

Every initiative in public education, especially one so bold as establishing high standards, has its skeptics. “Just wait a while,”
they say, “standards, too, will pass.” We intend to prove the skeptics wrong, and we intend to do that by completely aligning
state efforts to these standards, including the statewide testing program, curriculum frameworks, instructional materials,
professional development, preservice education, and compliance review. We will see a generation of educators who think of
standards not as a new layer but as the foundation itself.

Standards are our commitment to excellence.

Fifteen years from now, we are convinced, the adoption of standards will be viewed as the signal event that began a “rising tide
of excellence” in our schools. No more will the critical question What should my child be learning? be met with uncertainty of
knowledge, purpose, or resolve. These standards answer the question. They are comprehensive and specific. They represent
our commitment to excellence.




YVONNE W. LARSEN, President California State Board of Education                                       DELAINE EASTIN State
Superintendent of Public Instruction

California Department of Education
Reposted June 23, 2009

				
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